1. Southwest Junior High School CICO Handbook
Genuine, Respectful, Inspirational, trustworthy!
G.A.L.L.O.P. #2
Check-In / Check-Out Support
Southwest Junior
High School
CICO Handbook
Genuine, Respectful, Inspirational, trustworthy!
G.A.L.L.O.P. #2
Check-In / Check-Out Support

2. Contents G.A.L.L.O.P. Introduction 2 Daily G.A.L.L.O.P. Procedures 3
Check-In 3
G.A.L.L.O.P. Daily Progress Report Point Card (DPR) 3
Example: G.A.L.L.O.P. DPR 4
Check-Out 4
G.A.L.L.O.P. Home Update 5
G.A.L.L.O.P. Recommendation Process 6
Request for Assistance Form 7
G.A.L.L.O.P. Parent Information Letter 8
Starting the CICO Process 9
Start Up Meeting 9
G.A.L.L.O.P. Student Contract 9
G.A.L.L.O.P. Roles and Responsibilities 10
G.A.L.L.O.P. Timeline 12
Phase One: G.A.L.L.O.P. Start-Up 12
Phase Two: G.A.L.L.O.P. Self-Management 13
Phase Three: G.A.L.L.O.P. Fading 13
Phase Four: G.A.L.L.O.P. Graduation 14
Staff Training for CICO 15
SWJH Data Screening Tool – CICO 16

3. Staff Training for Check-In/Check-Out
The initial training for teachers prior to implementing the G.A.L.L.O.P. Card (DPR) should address the following areas:
-Characteristics of students who are good candidates for the G.A.L.L.O.P.
-How to recommend a student for G.A.L.L.O.P.
-How to complete the DPR
-How to provide positive, specific and motivating feedback
-Basic information about CICO fading/self- managers and graduation.
-How G.A.L.L.O.P. students are “rewarded” throughout the process.
-Frequently asked questions about G.A.L.L.O.P. and CICO
Note: Each of the topics identified have been addressed in this handbook, however addition opportunities for teachers to observe and practice providing positive feedback through role-play (both examples and non-examples) must be provided.
GESD#32 District-wide Staff Development Plan will determine schedule and other resources used.

4. Introduction Southwest Junior High School
G.A.L.L.O.P. (Growing As Loyal Leaders Of Performance)
Introduction
The G.A.L.L.O.P. is a school-wide, check-in/check-out prevention program designed for students who are demonstrating persistent problem behaviors in the school-wide and/or classroom settings. The goal of the G.A.L.L.O.P. is to identify students early who are in need of extra support and provide them with:
-Frequent attention
-Positive adult interaction
-Increased daily structure
-Regular, specific feedback on their behavior
The desired outcomes of these supports are to
-Prevent student behavior from escalating
-Reduce future problems behaviors
-Increase student ability to self-manage their behavior.
G.A.L.L.O.P. is intended to be a positive, efficient, and an early intervention that can support multiple students at Southwest Junior High School.
*The additional Data Screening Tool used in decision-making is included in the back of this handbook.

5. Daily G.A.L.L.O.P. Procedures
Check-In
Students who are participating in the G.A.L.L.O.P. will check-in each morning before school in the cafeteria with a G.A.L.L.O.P. mentor/specialist. The check-in process will take approximately 2-4 minutes.
The G.A.L.L.O.P. mentor/specialist will monitor the mood of each student and see if there is anything they may need to help prepare them for a successful day. (i.e., providing a pencil, materials, phrasing, etc.)
During the check-in, goals for the day will be reviewed with the student along with a quick reminder about the behavioral expectations for G.A.L.L.O.P. members.

6. Daily G.A.L.L.O.P. Procedures
G.A.L.L.O.P. Daily Progress Report Point Card
G.A.L.L.O.P. students will pick up a Mustang Daily Progress Report point card (DPR) that they will carry with them throughout the day. They will fill in their name, date, and daily goal in terms of percentage of total points.
G.A.L.L.O.P. students will deliver the DPR to each of his/her classroom teachers. At this time, each teacher will interact with the student in a positive manner.
Each teacher should remind the G.A.L.L.O.P. student of their goals and provide positive encouragement to the student about their ability to achieve the goals and have a good day.
At the end of each class period identified on the DPR, each teacher will provide specific feedback to the student by providing a rating on the card.
Specific, positively stated feedback should address the identified goals on the DPR.
The points/rating assigned for the class period should be based on how well the G.A.L.L.O.P. student follows the school-wide expectations and achievement toward their personal goal for the day. Genuine, Respectful, Inspirational, and Trustworthy are each scored separately.
The scoring scale on the DPR provides a rubric with specific criteria for each of the point values possible. The number of reminders/corrections needed during the period help determine the points earned:

8. G.A.L.L.O.P. Check in – Check Out Parent Information
Rationale for Check In Check Out (CICO):
As we discussed, we are going to start the Check In Check Out (CICO) program with your student, ____ (student’s name). The goal of this program is for _______ (student’s name) to have positive interactions with teachers, staff, and family. School wide expectations are reinforced throughout the day to provide the student with regular and positive feedback.
Our goal is that providing your student with consistent and positive feedback will result in increased self- management of behavior.
Procedure
As a G.A.L.L.O.P. member, your child will:
pick up a G.A.L.L.O.P. Daily Point Report card (DPR) with the school rules and ratings on it at Check-In every morning;
carry card with him/her to all classes;
take card to Check-Out at the end of the day;
receive a reward or points toward a reward;
take card home at end of day to be signed by you, the parent(s) and/or guardian(s); and
bring card back to school the next day.

9. G.A.L.L.O.P. Check in – Check Out Parent Information
Your Role
Each day, review the completed DPR card with your child. We want this to be positive for your child; please do not punish your child or be negative if s/he did not meet the goal.
When your child meets their goal, you might say things like,
“Wow! You made good choices today.”
“You have done a great job following all the rules this week!”
If your child does not meet their goal, you can encourage them to do better the next day,
“What can you do to meet your goal tomorrow?”
“I know that if you work hard, you can meet your goal tomorrow.”

10. Check -Out
At the end of each school day G.A.L.L.O.P. students will return with their Mustang DPR to the G.A.L.L.O.P. mentor/specialist.
The Check-Out will take approximately 3 – 4 minutes.
The focus of the Check-Out is to have a positive interaction with the student while drawing attention to the things the G.A.L.L.O.P. student did well that day.
Together the mentor and student review the DPR, total the daily points and review any areas for improvement.
A plan is developed and if necessary behaviors needed for handling challenges for tomorrow are practiced.
If the student met the daily goal they may receive a small reward or “bank” their points for other rewards.
Data from the DPR will be entered into the SWIS/CICO for monitoring the student’s progress and driving further behavior decisions.

11. The DPR will be placed in the G. A. L. L. O. P
The DPR will be placed in the G.A.L.L.O.P. students folder maintained by the mentor/specialist but a G.A.L.L.O.P. Home Report will be sent home with the student for parents/guardians to review with their child.
Parents/guardians can use the G.A.L.L.O.P. Home Report to examine the parts of the day that went well for their child, briefly discuss areas where they struggled and practice what can be done to have a better day tomorrow.
***Reminder:
It is important to re-emphasize the G.A.L.L.O.P. process should not result in any punishment for the student at school or home. No privileges should be removed or punishments assigned based on the DPR points. If the student did not earn enough points to achieve their goal, the student will not earn the incentive at school or home.

12. Key Points:
Consequences for any behavior linked to an ODR (office discipline referral) may be assigned to the student but should not impact the points on the DPR other than for the period of the day when the ODR was given.
Even with an ODR during the day, it is possible for the student to still earn their daily DPR points. This requires the student to quickly turn their behavior around to the positive.